本文主要說明當代具代表性的地方教育學者 David Sobel、Paul Theobald 與Gregory Smith 的觀點，並評析其論述可能包含的優缺、利弊與啟示，最後以前述討論作為反思我國相關教育實踐—包括特色學校與學校本位課程—的參照，指出未來發展具有本土視野的地方教育學的方向。

The aim of this paper was to explore three well-known contemporary scholars’ notions about place pedagogues, including David Sobel, Paul Theobald and Gregory Smith. The first section of this paper was a brief introduction on the significance of their concepts of place in education. The second section showed the main ideas, the related practices of the three scholars’ place pedagogues, and a critical comparison among their notions was also provided. The third section summarized the possible contributions and weaknesses in theory based on the above discussion. At the last section, this paper adopted the approach of place pedagogy to examine certain ‘similar’ educational practices in Taiwan such as the School with Distinctiveness and School-based Curriculum. Overall, the exploration pointed to the potential contributions of putting ‘place’ in education in terms of locality.

地方教育學、地方本位教育、Gregory Smith、David Sobel、Paul heobald、特色學校、學校本位課程

place pedagogy, place-based education, Gregory Smith, David Sobel, Paul Theobald, School with Distinctiveness, School-based Curriculum